Geology B.S., B.A. Programs
Assessment Report 2014
Assessment Results, 2013-2014 Overview
We present four assessments from the B.A and B.S. Program in Geology that evaluate a full
range of Program Learning Outcomes. Not surprisingly, all of the assessments presented here are
derived from laboratory-based assignments. Capstone and other milestone experiences in geology
typically and necessarily integrate the traditional ‘lecture hall’ experiences of reading, critical
analysis, and subsequent written communication (our PLOs 2 & 3), but also the very applied
experience of working with geologic materials, maps and techniques in the laboratory and the
field. As such, the Laboratory Skills / Course Project rubric is applied in all cases.
These four assessments analyze 30 separate pieces of student work derived from four sequential
courses that progress in complexity.
In the two ‘lower-level’ classes (GEOL 3701 and 3801) overall class results are strong and there
are no students that fall below the minimum competence level. In fact results indicate that our
students are operating at or above the ‘accomplished’ level.
The two ‘upper-level’ classes (GEOL 3810 and 3910) are difficult courses, where students are
introduced to the complications of three-dimensional geometry and thinking. These difficult-tograsp concepts are applied in both the laboratory and in the field. Here we see the both the rigor of
the courses and difficulty that some students have with 3D thinking, spatial relationships, their
comfort working in the field, and applying mathematical analysis to natural systems. In these
courses there are four instances where students perform below the level of basic competence, and
two instances of work that is at, or just above, minimum competence level. The large standard
deviation for the Field Methods (GEOL3910) is evidence of this.
Course assessments are briefly summarized below. Assessments were performed using the
departmental rubrics, modified as needed to take into account the requirements of the
assignment.
GEOL 3710 – Igneous and Metamorphic Petrology: Term Project
Term-long comprehensive study of a suite of rocks. A course average of 10.7/15, where 5/15
indicates “competence” and 10/15 indicates “accomplishment”. The large standard deviation
(2.66) indicates that there is a wide range of abilities. The lowest average scores in the area of
‘Organization’ is consistent with difficulties students encounter when needing to track numerous
aspects of the project and integrate them into a coherent piece of work.
This project provides an excellent introduction to the methods used by and skills required of a
professional geologist. It incorporates all of the Geology BS/BA PLOs, and the students highly
value the experience.
GEOL 3801 – Sedimentology and Stratigraphy: Cull Canyon Stratigraphic Section
Field data collection, laboratory analysis and discipline-specific write-up. Course average is
9.8/12 , where 4/12 indicates competence and 9/12 indicates accomplishment. The lowest scores
indicate that execution is a weak area relative to others. Future efforts to demonstrate methods,
provide examples and make clear the expectations for the final product may help in this area, but
overall the class results are very strong.
We would be wise to continue and ideally increase the number of field experiences in order to
produce students with strong field skills. There is no substitute for field experience and no
question that the more time in the field that students accumulate, the more insight they will have
in other aspects of geology.
GEOL 3810 – Structural Geology: Term Project
A term-long, semi-cumulative analysis of a complexly deformed area in Montana. Course average
is 8.6/15, where 5/15 is ‘competent’ and 10/15 is ‘accomplished’. With the exception of one
student who barely met the competence threshold (5/12), the results are solid.
These types of term-long, highly integrative projects that simulate professional duties are an
important part of a modern education in geology. The difficult nature of this type of assignment
is visible in the low scores in the areas of "Quantitative Skills and Synthesis". This is not
surprising considering that many students have poor math and critical analysis skills. Both of
these are likely issues prior to attending CSUEB, and thus it is incumbent upon us to maintain
and even increase the number of assignments that require our students to apply mathematical
methods to geologic problems, and to read challenging scientific literature for content and
analysis.
GEOL 3910 – Geologic Field Methods: Geologic Map
Produce from direct field investigation a geologic map and report. Course average is 8/15, where
5/15 is ‘competent’ and 10/15 is ‘accomplished’. Two students failed to meet the competence
threshold (5/12), and one was just above it (6/12). There is a relatively large range of scores, as
indicated by the standard deviation of 4.65.
This serves as a capstone course and may be, in many ways, the most difficult course for many
students: it is a field class, where ideally all of the methods from previous courses are applied.
Issues range from discomfort from being in the field, difficulty recognizing rock types and
structures, and inability to visualize in 3D. This assessment area does not necessarily measure
how good a geologist a student may be, but rather reflects more on their ability to operate
comfortably in a field environment (hills, wildlife, 3D, etc.), which is not necessary for all
geologists, as some may prefer to work in laboratory or less rugged field environments.
CSUEB Geology B.S., B.A. Program ‐ CRITICAL THINKING VALUE RUBRIC
Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of
thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.
This rubric may be applied to student writing assignments and projects in order to assess how well the Geology B.S., B.A. Program Learning
Outcomes have been achieved.
Exemplary 3
Accomplished 2
Competent 1
Insufficient Evidence 0
Clearly understands purpose and
role of the exercise and its
importance and context within the
Earth Sciences and/or related
subfield.
Proposes/develops new means
methods to address the problem.
Strong understanding of
purpose and role of the
exercise and its importance
and context within the Earth
Sciences and/or related
subfield.
Uses discipline‐appropriate
means to address the
problem.
Understanding of the
purpose and role of the
exercise and some insight
into its importance and
context within the Earth
Sciences and/or related
subfield.
Follows instructions and
understands the steps.
Poor understanding of the
purpose and role of the
exercise with little/no
insight into its importance
and context within the Earth
Sciences and/or related
subfield.
Unable to follow
instructions.
2. Problem Solving
Developsalogical,consistentplan to
solveproblem,andrecognizes
consequencesof solutionandcan
articulate reasonforchoosing solution.
Develops a plan to solve the
problem. Has some insight into
consequences and some ability
to articulate reasonfor
choosingsolution.
Considers and rejects less
acceptable approaches to
solving problem.
Only a single approach is
considered and used to
solve the problem.
3. Embracing
Contradictions
Integrates alternate, divergent, or
contradictory perspectives or ideas
fully. Proposes/uses multiple
working hypotheses.
Incorporates alternate,
divergent, or contradictory
perspectives or ideas in a
exploratory way.
Applies multiple working
hypotheses
Includes (recognizes value)
alternate, divergent, or
contradictory perspectives or
ideas in a limited way.
Has difficulty creating multiple
working hypotheses
Fails to Acknowledge
alternate, divergent, or
contradictory
perspectives or ideas.
No use of multiple
workinghypotheses
4. Innovative
Thinking
Creates a novel/unique idea, method,
hypothesis, format, or product.
Imagines/conceives a
novel/unique idea, method,
hypothesis, format, or product.
Reformulates a collection of
available ideas.
No new ideas
5. Connections,
Synthesis,
Transformation
Synthesizes ideas or solutions into a
coherent whole.
Connects ideas or solutions in
novel ways.
Recognizes existing connections
among ideas or solutions.
No recognition of significance
of exercise to discipline or
global context.
1. Competencies
Strategies and skills that
apply to geological problem
solving (i.e. discipline‐specific
lab
& field exercises).
Modified from: Critical Thinking Value Rubric, AAC&U http://www.aacu.org/value/rubrics/WrittenCommunication.cfm
CSUEB Geology B.S., B.A. Program – LABORATORY SKILLS / COURSE PROJECT RUBRIC
Laboratory skills and course projects and assignments are where the discipline‐specific skills, methods, techniques
and processes that are fundamental to the Earth Sciences are acquired and utilized.
This rubric or portions of it may be applied to student laboratory and course assignments and projects in order to assess
how well the Geology B.S., B.A. Program Learning Outcomes have been achieved.
Exemplary 3
Accomplished 2
Competent 1
Insufficient Evidence 0
1. Organization
Organization is clear,
consistent, observable and
skillful and content is
cohesive.
Organization is clear,
consistent & observable.
Organization is
intermittently observable.
Organization is poor or not
observable.
2. Presentation
Work is attractive, clean,
clear, accurate, visually strong
Work is well produced,
clear, mostly‐accurate,
visually effective
Work is adequate with
minor errors, visually inert
Work is unclear, informal,
minimally conveys intent and
error prone
3. Quantitative
Skills
Applied innovative and
insightful
mathematical
methods and techniques.
Demonstrates
mathematical mastery.
Applied situation‐
appropriate mathematical
methods and techniques.
Demonstrates solid math
skills.
Applied basic
mathematical methods.
Demonstrates modest
math skills.
Unable to apply basic
mathematical methods and
techniques.
Insufficient math skills.
4. Execution
Work is complete to levels
above expectation and
turned in early or on time
Work is strong, complete
and turned in on time
Work is adequate, complete Work is incomplete or not
and turned in on time
turned in on time
5. Connection,
Synthesis,
Transformation
Synthesizes ideas or
solutions into a coherent
whole. Creates connections
to higher‐level discipline‐
specific concepts and
practices.
Connects ideas or solutions
in novel ways.
Recognizes connections to
higher‐level discipline‐
specific concepts and
practices.
Acknowledges existing
connections among ideas or
solutions.
Modified from: AAC&U
No recognition of significance of
exercise to discipline or global
context.
CSUEB Geology B.S., B.A. Program Assessment
Rubric:
Lab Project
Course:
GEOL-3801: Sedimentology and Stratigraphy
Quarter:
Spring 2014
Assignment: Cull Canyon Stratigraphic Column
Student
ID
1
2
3
4
5
Notes:
Organization
3
2
3
2
3
Presentation
3
2
3
2
3
Connection,
Synthesis,
Execution Transformation
2
3
2
2
2
3
2
2
2
3
Total
11
8
11
8
11
Quantitative skills are not assessed by this project; they are assessed using other lab assignments in the course
CSUEB Geology B.S. Program ‐ LAB SKILL COURSE PROJECT RUBRIC
APPLIED TO: GEOL3810 Winter 2014
GEOL3810 Quarter Lab Project: BS_PLO's 2 & 4 Class Average = 8.6
Student
pr3277
wg2728
yg6466
mw6564
qm4554
xv2896
in2972
tj2344
fn2395
fp3887
sw4285
sp2953
Organization
2
3
3
2
2
2
2
3
2
2
3
2
Presentation
2
2
3
3
2
1
1
3
1
2
2
2
Quantitative Skills
2
2
2
2
2
1
2
2
2
2
2
2
Execution
2
3
3
3
3
1
2
3
1
2
3
2
Connection/
Synthesis/
Transform
2
2
2
2
3
1
2
2
1
1
3
2
Total
8
10
11
10
9
5
7
11
6
8
10
8
CSUEB Geology B.S., B.A. Program Assessment
Rubric:
Lab Project
Course:
GEOL 3910
Quarter:
Spring 2014
Assignment: Geologic Map
Student
ID
Organization
Quantitative
Presentation Skills
Connection,
Synthesis,
Execution Transformation
Total
1
2
3
4
5
6
7
1
1
1
3
3
3
1
0
1
0
2
3
2
0
2
2
1
2
3
2
1
0
1
1
3
3
2
1
1
1
1
3
3
1
1